[Jennifer Macchiarella]

I  would like a certificate please. Thank you.

[Jennifer Macchiarella]

Incorporating East Asia into my teaching

 

In my history classes I plan to add three separate units. One will focus on treaties, and how the wording of treaties matters not just to what happens, but how the parties involved feel about the outcome. I plan to use the following: Treaty of Nanjing, Treaty of Wangxia, Versailles Treaty, and the Treaty of Point Elliott (between the US government and the Native Americans s of the Seattle area).  I will also add my lesson on Japanese imperialism in the late 19^th – 20^th centuries.  We already cover British imperialism in Africa and India and both outcomes of the Industrial Revolution and causes of WWI. Adding in Japanese imperialism will help students see that economic desire and a sense of culture superiority are not limited to the Europeans.  Understanding the treaty of Versailles and the development of Japanese imperialism will also help them understand why Japan sided with the allies in WWI but the Axis in WWII. My third unit will be a current events project focusing on coverage of an international event or issue (Covid, the Olympics, global warming, etc.) and how that event is covered by news sources outside the United States.  I will require at least two of the sources to be from Asia.  I also want to include something about the Mao playing cards. I might just introduce the next year when we discuss propaganda before starting Animal Farm. The pictures are good examples of how propaganda doesn’t require words, and will make a fun comparison with the Russian propaganda we already use. 

I also use the class as a whole to demonstrate to my students that learning doesn’t stop with graduation.  Seeing their teacher as a student who does homework and prepares for class discussions helps them look beyond their own existence – I hope.

 

[Jennifer Macchiarella]

In reviewing the debate we had between the three views in China (revolutionaries, reformers, self-strengtheners) I want to try a similar activity with my seniors.  The idea of deciding HOW to change a society might be good for students about to enter college or launch themselves in the workplace, and by the end of the year another writing assignment will not be not welcomed.  I could provide some of the basics from these readings, but encourage students to think more broadly. Do we change countries, or institutions, or businesses, as revolutionaries? as reformers? as self-strengtheners. I think the intellectual exercise would be good. It also made me think of the early days of the American Colonies. Even those unhappy with the British king did not necessarily want rebellion. In the end, are we the US, Canada or France?

[Jennifer Macchiarella]

I think looking at both how the pandemic is handled, and how the news covers the pandemic are important.  KBS World Infographics site (http://world.kbs.co.kr/service/news_graphic_list.htm?lang=e&menu_cate=infographics) has some good information about Covid in Korea, both cases and treatment.  The news article also explore discussions of social distancing and immunization guidelines.  

[Jennifer Macchiarella]

Todd,

I found this distinction between Mao the revolutionary and Deng Xiao Pong the economists as an interesting basis for an end-of-year class discussion. In my class we examine historic revolutions (French, American, Russian, Latin America, Iran), and the fictional revolution of Animal Farm.  With each revolution we look at both the ideals expressed by the revolutionaries and the difficulty of running a country (or farm) afterwards. Students are quick to pick up on how the skills of a revolutionary leader are often different than the skills of a political leader.  I also wonder if we could draw some parallels with Gandhi and his disagreements with Nehru about the best way to organize the Indian economy.

[Jennifer Macchiarella]

As part of a Holocaust unit, we look at other examples of ethnic persecution.  Two that particularly intrigue my students are the Rwandan Genoicide and the Chinese genocide against the Uyghurs.  (When we discuss Rwanda they focus on how seemingly minor differences were exploited by the Belgians to control the area, and how they can't tell the difference between Hutus and Tutsis.  They compare this to the idea of "knowing" someone was Jewish. When we discuss China they fixate on how China denies that genocide is happening.  

articles we use

China https://www.bbc.com/news/world-asia-china-59595952

China https://www.aljazeera.com/news/2021/12/9/china-guilty-of-uighur-genocide-beyond-reasonable-doubt-report

Rwanda: https://www.bbc.com/news/world-africa-26875506

 

[Jennifer Macchiarella]

The pictures you shared reminded me of some I have seen of Detroit, where abandoned blocks are reclaimed for farm land and urban gardens. (https://www.vice.com/en/article/aea7za/turning-derelict-buildings-into-an-urban-farm-in-detroit)   I also have read articles about the people that buy the houses for 1euro in Italy and have to remodel them.  (https://www.cnn.com/travel/article/italy-cheap-home-buyers-tips/index.html)  While I realize the Japanese areas are abandoned due a decrease of population, I like the idea of comparing demographic movements between countries.  My class has just started discussing the Industrial Revolution and how, in the long run, urban populations have better access to services. Cities are much more effiencent for transportation, medical care, school, etc.  

[Jennifer Macchiarella]

Rather than focus on the differences in attitudes and responses to the Mr. Wrong letters, I focused on how the letters emphasize the disparity of the home and work roles expected of women.  The contrast of women as the" okura daijin" at home, and how they raise their voices and act like decorations at work seems similar to what many women in the US feel.  As a mother I should put my kids first, make crafts from pintrest, and spend hours in the kitchen making organic meals, AND I should go to work, demonstrate my intellect and ability as a strong, independent female.    

I was also curious how men handle finances when they aren't married.  I know some will continue to live with their parents, but I wonder how young, single urban men manage to budget and save if they have never learned how to do it.  I also thought the vague replies about husbands having affairs was dangerous in this age of HIV. 

[Jennifer Macchiarella]

I went to the Seattle Art Museum and focused on two exhibits: "Northwest Modernism: Four Japanese Americans" and  "Folding into shape: Japanese Design and Crafts."  My favorite artist from the first exhibit Is George Tsutakawa.  The art is very abstract but seems to flow from one corner to the next.  When I read that he is also known for fountains, I realized that he designed the fountain in the quad at Seattle University.  It was installed at the beginning of my freshman year.  The folded art exhibit was my husband's favorite.  The exhibit included kimonos and baskets. The coolest was a stoneware piece shaped to look like cloth folded around a basket.  At first glance I thought it was cloth.  It reminded me of how Michaelangelo made marble look like cloth. There was also an origami purse/tote bag that my daughter thought would be very useful.

[Jennifer Macchiarella]

I was excited to read this article when I saw the poem by Xu Lizhi. I already teach that poem to my 10th humanities students as part of an Industrial Revolution poetry unit.  The poem resonates with my students because it is modern, refers to factories they can actually imagine, and because it was written by a worker, not by "some rich guy who likes words" which is how they often refer to Blake. 

I found the use of hairstyles and makeup as a form of rebellion very familar.  Many of my students choose their haircuts, or lack thereof, and their makeup to send a message.  I'm not always clear what the message is, but it does cause bonding between students.

The most interesting aspect of this article is the idea of "migrant workers" and "residency permits.' I once taught in a part of the state with many migrant workers; they would come for the summer and fall and return to Mexico for the winter and spring.  Most fully expected to return each year, but their students were welcomed into our schools. My current district has a high immigrant population but most intend to stay and many begin applying for citizenship as soon as possible.   It's odd to me that China doesn't allow free movement within the country.  I don't need a permit to move to Oregon or NY. I realize it's one way the government can control movement and limit the benefits they have to provide, but I wonder if it's sustainable for the long term. 

[Jennifer Macchiarella]

We look at social and economic status throughout history, but we haven't really talked about documentation status except during our unit on the Holocaust. Reading about the home registry system and how China tries to control both recordkeeping and internal movements makes me want to look at this more, and relate it back to my own students' experiences. How many of my students have government ids? How many have passports? What is required to obtain these documents? Why does even a state ID card cost money?  Washington state has mail-in voting for everyone, so voter id isn't an issue, but how does the difficulty of providing id affect voting in other states?  

 

[Jennifer Macchiarella]

Rereading these documents as my own class continues to work through Animal Farm, I am continually struck by the similarities.  Mao Tse Tung wrote of the conflict between the accounts of the peasants and the gentry, which compares to the differences between the pigs' proclomations and the other animals' experiences.  My favorite line from Liu Shaoqui's document is "heighten our comrades' sense of the need to subornidate themselves to the majority." This line, along with his distinction between inner-party and mass workers shows that even in communism, or perhaps especially in communism, this distinction occurs.  As a class, when we talk about communism as a workable theory, we look at the nuclear family. As toddlers, they contributed what they could and they recieved what they need, even if it was more or less than another family member.  Even in a family, however, decisions are usually made by the inner circle parents, and not by the mass worker children.  Pervasive in both documents is the idea that while workers have rights and dignity, they are not necessarily capable of making the best decisions without guidance.  This highlights the differences between communism as it is practiced and modern democracies. I don't like my neighbors voting choice, but I generally accept her right to vote. 

[Jennifer Macchiarella]

I find it interesting that the text of the FDR document doesn't include the word Japanese or Japan.  I realize that the vast majority of those placed in camps were Japanese, but it's interesting that the document doesn't limit who can be placed in camps.  When I taught American history we also looked at editorials and newspaper articles from the time. While my students were generally appalled by the notion of putting citizens, and otherwise innocent residents, in camps, they were even more surprised at the blatant racism expressed by those in support.  We had one letter from a white farmer who outright admitted that the white farmers wanted the Japanese farmers to leave because they were competition.  We also looked at documents from Bainbridge Island, a community near us that had a large Japanese community.  

[Jennifer Macchiarella]

While I would like my students to see me as “divine with a certain holiness,” I find it disturbing that China, like United States, wants to depict teachers as saviors. The first story described, about a teacher who wants to reform a student, reminds me of Dangerous Minds or Lean on Me.  While good teachers certainly want to help all students, the ideals presented in these stories make the merely competent of us frustrated.  What other profession is supposed to solve all these problems? 

 

I was also curious about the gender stereotype described: “men are tolerant, respectful and encouraging towards children, whereas women are malicious and narrow-minded and frequently yell at children.” Does this stereotype come from the experiences of women as the primary care-giver, who can’t be patient all the time, vs the husband who spends a few hours with the child?  I just spent part of this weekend caring for a three-year-old boy, and while he has excellent parents, I was able to summon up more patience for his questions.  I, however, got to send him home this morning, while they are with him all the time. 

I am encouraged by the story of Hu Ruofan and his fight for the inclusion and education of disabled students.  This might be an interesting read for pre-service teachers.

 

[Jennifer Macchiarella]

First, I appreciate the clear, historic overview of these two lectures.  I had very little knowledge of Korean history beyond what the war and watching MASH reruns.  It was helpful to see trends over time and understand Korea's place in Asian history.

I am especially interested in the Japanese imperialist period. My world history class includes a significant unit on European imperialism in Africa and Asia, and the social and political effects of this attempted control.  We talk about Japanese imperialism as a precursor to WWII, but this lecture will help us add more context to that and broaden their understanding of imperialism as a driving force in history. 

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